For resources on these workshop topics, please consult the Resources section of this website.
Advanced Clinical Teaching Skills
This workshop is designed for the busy clinician who is actively involved in bedside and ambulatory teaching. To accommodate individual needs, participants are able to choose specific workshop modules that are of interest and relevance to them. Â Workshop modules include: Clinical Teaching: In the Office; Clinical Teaching: At the Bedside; Giving Feedback; Teaching Technical & Procedural Skills; and Teaching When There's No Time to Teach.
Conflict Resolution
The goals of this session are to help participants: define key concepts related to conflict resolution; recognize different conflict management styles; analyze the various components of a conflict; and apply a negotiation framework to a concrete situation.
Evaluating Students and Residents
This session focuses on principles and strategies to help improve the accuracy and quality of resident and student evaluations. The goals of this session are to: provide a framework for evaluating students and residents; focus on the "process" of evaluation; review methods of evaluation; and discuss how to overcome common challenges in evaluating residents.
Giving Feedback
The goals of this session are to: describe principles and strategies for giving constructive feedback and discuss common problems in giving effective feedback. Participants will be given opportunities to practice giving and receiving feedback.
Graduate Student Supervision in Biomedical Research
By the end of this workshop, participants will be able to: establish explicit and mutually agreed upon expectations for graduate students; assess graduate students' progress in their acquisition of scientific and professional skills; give constructive feedback to graduate students; and identify and facilitate transitions through the various stages of the supervisor-trainee relationship.
Improving the Learning Environment
After completing this workshop, participants will be able to: identify the different types of mistreatment that can occur in the learning environment; outline strategies for dealing with difficult situations in the learning environment; practice, through simulation, various approaches in managing issues related to the learning environment; and reflect on one’s individual responsibility towards improving the learning environment at McGill. This workshop was developed in collaboration with the Office for Student and Resident Affairs.
Improving the Teaching and Learning Experience
After completing this workshop, participants will be able to: describe the key features of an optimal learning experience; practice, through simulation, various teaching methods (including coaching, feedback and role modeling) that can enhance the learning experience; and analyze and identify opportunities and strategies to enhance one’s own teaching environment.
Interactive Lecturing
The goals of this session are to: highlight the benefits of interaction for teaching and learning; describe interactive strategies that can be used in large and small groups; and discuss ways in which we can increase interactivity in our teaching sessions in order to enhance student learning. Examples of interactive teaching methods include breaking the class into smaller groups, using clinical cases, designing role plays, and conducting debates.
Leading and Managing in the Lab
The goals of this workshop are to: define personal leadership styles and management philosophy; foster team work; set achievable goals in training, mentoring, productivity and quality in their research context.
Leadership Skills for Health Care Professionals
The goals of this session are to: look at the distinction between leadership and management; analyze the process of change; and explore strategies for managing change effectively. In a workshop, participants will also have an opportunity to work on case examples from their own professional settings.
Opportunities and Challenges in Teaching Culturally Diverse Learners
The goals of this workshop are to enable participants to: develop an understanding of their own ethno-cultural backgrounds, beliefs and values as teachers; foster the acquisition of a greater understanding of the cultural backgrounds and life experiences of International Medical Graduates; and promote the development and integration of self-awareness and cultural awareness into their teaching practices.
Orientation Workshop for New Faculty
Targeting new Faculty to the Faculty of Medicine, themes covered in the workshop will include: the roles and responsibilities of both the staff member and the Faculty of Medicine; the different components involved in promotion, re-appointment and tenure considerations; the offices and services available to assist faculty in research; and an overview of the organizational structure of the Faculty of Medicine. The participants will also have the opportunity to meet representatives from various departments and units that provide support to faculty members within the Faculty of Medicine.
Personal Effectiveness
This workshop aims to help participants to: determine their personal and professional goals, analyze their individual time management skills and strategies, list the principles of effective time management, and learn how to apply these principles & strategies to their own setting.
Role Modelling
The goal of this session is to enable participants to think more explicitly about role modelling, one of the most powerful teaching strategies that we use. In particular, we will examine: what makes for an effective role model, barriers to effective role modelling; what we communicate as role models; and how we can enhance the impact of this teaching strategy.
Safety is Everybody's Business: Applying and Teaching Patient Safety Competencies
This workshop was developed in collaboration between the Faculty Development Office, the Office for Interprofessional Education (OIPE) and the Office for Continuing Professional Development (CPD). The goals of this workshop are to: describe key patient safety concepts and disclosure guidelines; identify teacher, learner and system factors that may influence patient safety; instruct learners on how to communicate with patients about adverse events; recognize the importance of role modelling in advancing patient safety; discuss the impact of adverse events with learners; describe the components of effective teamwork and communication that improve patient safety; apply effective communication strategies for optimal patient safety; discuss how to enhance management of safety risks within their context.
Safety is Everybody's Business: Building Quality from the Ground Up
This workshop was developed in collaboration between the Faculty Development Office, the Office for Interprofessional Education (OIPE) and the Office for Continuing Professional Development (CPD). The goals of this workshop are to: introduce a framework for integrating quality
improvement into practice; analyze the barriers to implementing quality improvement practices and how to overcome them; discuss strategies to embed quality improvement in everyday clinical care and education; and apply quality improvement strategies to solve specific challenges in everyday clinical care and teaching.
Small Group Teaching Skills
The goals of this session are to: highlight the goals of small group teaching; describe effective small group teaching skills; discuss the advantages and limitations of this teaching method; and identify strategies to overcome and common problems. Participants have an opportunity to assess and practice their small group teaching skills.
The Mentoring Relationship: An Essential Academic Role
Upon completion of this workshop, participants will be able to: list the potential positive outcomes to both mentors and mentees in mentoring relationships; distinguish between mentor vs. role model vs. academic advisor; recognize opportunities that may allow for the development of a mentoring relationship; define the roles and responsibilities of both the mentor and the mentee; and identify potential challenges and their solutions in mentoring relationships.
The Struggling Learner and the Role of the Clinical Teacher
The goals of this session are to: recognize early signs of learners who may be in difficulty; describe a framework for analyzing the struggling learner; to articulate the key steps in gathering relevant data; outline potential strategies and approaches to assist the struggling learner.
The Student or Resident With Difficulties
The goals of this session are to: examine the definition of the student and resident with difficulties; outline methods for gathering relevant information; and discuss intervention strategies. Problems in evaluation and assuring due process are also addressed. In a workshop, participants will have an opportunity to focus on some of their own teaching and learning challenges.
Teaching in the Ambulatory Setting
This workshop focuses on the strengths and limitations of ambulatory teaching, the skills involved in teaching in the outpatient setting, and overcoming commonly encountered problems.
Teaching When There Is No Time to Teach
This session focuses on teaching strategies that can be used when time is limited. Participants have the opportunity to practice different strategies relevant to their own context.
Teamwork: From a Group of Experts to an Expert Team
This workshop focuses on administrative, research, educational and clinical teams. It aims to help participants to: list the characteristics of effective teams; describe the roles and responsibilities of the team members; recognize and reflect on their own behaviour in teams; describe strategies to improve team function; and apply these strategies in their own setting.
